Lesson 1 - Striking & Fielding Basics
Foundations & Skills
•Year 7
•Striking & Fielding
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What makes the difference between a good throw and an exceptional throw in striking and fielding games?
Learning Objectives
- Understand and demonstrate key skills used in striking and fielding games, particularly throwing and catching
- Understand and apply basic rules of rounders in game situations
- Identify and demonstrate the characteristics of an 'Exceeding' quality throw using both underarm and overarm techniques
Key Outcomes
- Students will demonstrate improved catching technique under pressure
- Students will execute accurate throws using appropriate technique for distance and situation
- Students will apply basic rounders rules in modified game play
- Students will assess throwing quality using success criteria
Equipment & Resources Required
Distributed in equipment bag at edge of playing area for easy access
Alternative: Soft foam balls, airflow balls for students with catching anxiety
Reserved for game application phase
Alternative: Slightly larger soft balls for lower confidence students
Used for warm-up activity, medium firmness preferred
Alternative: Soft volleyballs or foam balls
For marking boundaries, circles, and bases
Alternative: Markers, spots, or chalk lines on indoor floor
Set up in diamond formation, approximately 12 metres between bases for Year 7
Alternative: Cones, mats, or marked spots for bases
Available for differentiation, adjustable height preferred
Alternative: Traffic cones with ball balanced on top
Two contrasting colours for team identification
Alternative: Different coloured wristbands or armbands
Key Vocabulary
A throwing technique where the arm swings below shoulder height, used for short, accurate throws
A throwing technique where the arm comes over the shoulder, used for longer, more powerful throws
An illegal delivery in rounders, usually when the ball is thrown above head height or below knee height
The four markers around the rounders pitch that players must run to in sequence
Securing the ball cleanly with hands before it touches the ground
Verbal and non-verbal signals between team members to coordinate play
Athletic stance with knees bent, weight on balls of feet, hands ready, prepared to move in any direction
Responding quickly to the movement of the ball or other players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of throwing and catching from Key Stage 2
- Experience of simple team games involving balls
- Awareness of fair play and basic sporting rules
Current Skills
- Refining catching technique under dynamic conditions
- Developing accuracy and power in throwing
- Understanding when to use underarm versus overarm throws
- Applying basic tactical awareness in striking and fielding games
Next Steps
- Developing batting technique and timing
- Advanced fielding positions and roles
- Complex tactical decision-making in game situations
- Understanding scoring systems and game strategy
Milestone Indicators
Key Teaching Points
- Catching quality is built on three pillars: correct hand position ('W' shape with thumbs together), tracking the ball with eyes all the way into hands without looking away early, and cushioning by bringing hands towards body on contact to absorb force
- Throwing technique selection is situational: underarm throws are faster and more accurate for short distances (0-8 metres) because of simpler mechanics, while overarm throws provide necessary power for longer distances (8+ metres) through hip rotation and explosive release
- An 'Exceeding' quality throw demonstrates three characteristics: speed (ball reaches target quickly, within 2-3 seconds), accuracy (within 1-2 metres of intended target), and appropriate power for the distance (not too hard for short throws, sufficient force for long throws)
- Spatial awareness in fielding games is critical: students must actively find space rather than clustering, maintain awareness of teammates and opponents, and position themselves strategically based on where they anticipate the ball will go
- Rounders base running is always anti-clockwise, and runners must touch every base with their foot - cutting corners or missing bases in real rounders would result in being called out, so technique must be established from the first lesson
- Effective communication in team sports includes verbal calls (using names, shouting 'Mine!' for catches, directing teammates), non-verbal signals (pointing to positions, hand signals), and positive encouragement even when mistakes happen
- Safety in striking and fielding games requires constant vigilance: batters must check behind them before swinging, fielders must be aware of their surroundings to avoid collisions, throwing power must be controlled appropriate to the distance and context, and students must maintain spatial awareness at all times
Common Misconceptions
- Misconception: 'Throwing hard equals throwing well' - Power without accuracy and control is ineffective. Correction: Emphasise that Exceeding throws require appropriate power for distance, not maximum power. A perfectly placed gentle throw beats a wild powerful throw every time.
- Misconception: 'Catching is just grabbing the ball' - Many students think catching is one action. Correction: Break catching into components: ready position, tracking with eyes, correct hand position, cushioning, securing. Each phase is equally important.
- Misconception: 'I should use my favourite throw type all the time' - Students often prefer one throw type and try to use it regardless of situation. Correction: Explicitly teach decision-making: measure distance, choose appropriate throw. Practice both types equally and require switching based on context.
- Misconception: 'Fielders should all go for the ball' - Clustering is natural but ineffective. Correction: Teach positional responsibility. Use visual diagrams showing spread formation. Practice communication: one person calls 'Mine!', others back them up or cover bases.
- Misconception: 'If I miss the catch, I'm bad at PE' - Failure is seen as final. Correction: Normalize mistakes as part of learning. 'Even professional cricketers drop catches. The difference is they learn from it and try again. Show me your resilience.' Emphasise growth mindset throughout.
- Misconception: 'Rules don't matter as long as we're having fun' - Some students see rules as restrictive. Correction: Explain that rules create fairness and make games work. Without rules, games break down and become unfair. Good sporting behaviour includes respecting rules.
- Misconception: 'Cool-down is wasting time at the end' - Students often want to finish immediately after the game. Correction: Briefly explain physiology: 'Your heart is pumping fast, muscles are full of blood. Stopping suddenly can make you dizzy or cause muscle soreness. Cool-down helps your body recover safely.'
SEN Adaptations
ADHD
- Short, varied activities: maximum 5 minutes on one task before changing, frequent rotations between roles. Clear boundaries and structure: visible boundaries with cones, specific roles in games ('You're backstop this rotation'), clear start/stop signals. Regular feedback and positive reinforcement: frequent praise for on-task behaviour, immediate feedback on skill attempts. Movement breaks built in: high-energy warm-up at start, active roles in games, no extended sitting/waiting. Simplified instructions: give one instruction at a time ('First, get into pairs. Good. Now collect one ball between you.'), repeat key points, check understanding. Behaviour management: proximity supervision, non-verbal redirects, logical consequences if needed. Leadership opportunities: give active roles like equipment collection, demonstrating, team captain.
dyspraxia
- Larger equipment: bigger balls (size 5 footballs instead of tennis balls) easier to track and catch, larger target areas for throwing. Reduced complexity: break skills into smaller steps, practice each component separately before combining. Extra practice time: additional repetitions in practice phase, allow more time to master skills before progressing. Visual and verbal combined: demonstrate while explaining, use visual diagrams. Reduced speed: slower throws initially building gradually, less time pressure in games. Simplified movement patterns: practice throwing without stepping first, then add stepping later; catching from stationary position before adding movement. Positive reinforcement: celebrate effort and small improvements, avoid frustration. Multi-sensory learning: physical guidance (hold student's arm to show throwing motion), verbal cues ('Step', 'Throw', 'Follow through'), visual demonstrations.
autism spectrum
- Provide clear, predictable routine: visual lesson schedule showing sequence of activities with timings, warning before transitions ('In 2 minutes we're changing activity'). Reduce sensory overload: option to sit out of high-intensity warm-up if overwhelming, quiet zone available at edge of hall if needed. Clear, concrete rules: written rule sheet with diagrams, simplified rules initially, consistent enforcement. Social support: pair with patient, understanding partner, pre-teach social expectations ('When your partner catches, say 'Good catch!''). Break down skills into small steps: catch has 5 steps (ready position, watch ball, form 'W', cushion, secure), demonstrate each step separately. Provide routine and familiarity: same warm-up structure each lesson, predictable game format. Allow processing time: pause after asking questions, give warning before calling on student.
visual impairment
- Use brightly coloured balls with high contrast (yellow or orange) for easier tracking. Provide verbal cues throughout: 'Ball coming to you in 3... 2... 1...' Use audible balls (with bells inside) if available. Buddy system: pair with sighted partner who provides directional guidance. Tactile markers for bases (textured mats or cones with distinct feel). Reduce playing area size for easier navigation. Teacher provides clear verbal descriptions of demonstrations: 'I'm bringing my arm behind my ear, now rotating my hips...' Position VI student closer to demonstrations.
hearing impairment
- Ensure student can see teacher clearly for lip-reading and visual demonstrations - position at front during instructions. Use clear hand signals and visual cues: thumbs up/down, pointing to show directions, demonstrating movements. Provide written instruction sheets or rule guides with diagrams. Buddy system: pair with hearing partner who can relay verbal instructions. Use visual signals for stop/start (whistle with raised hand, coloured flags). Ensure student understands rules through demonstration not just verbal explanation. Get student's attention before speaking (light touch on shoulder, move into eyeline). Speak clearly facing student, avoid covering mouth.
physical disability
- Adapt movement requirements: seated rounders version played from chairs, wheelchair rounders using pushing to bases instead of running. Modified equipment: larger, lighter balls (beach balls) for easier catching and throwing, shorter/lighter bats if batting is included, velcro catch mitts if grip strength is limited. Reduce distances: closer bases (6-8m instead of 12m), shorter throwing distances in practice. Peer support: partner runner who completes physical running while student directs strategy and makes decisions. Alternative scoring: points for accurate throws to targets rather than game scenarios. Adapted fielding: positioned in strategic spot that requires less movement, can roll ball instead of throwing.
social emotional mental health
- Positive relationships: build rapport, greet warmly, use student's name positively. Choice and control: offer choices where possible ('Tee or bowling?', 'Which position do you want?'). Manage competition: de-emphasise winning, celebrate effort and improvement, ensure mixed teams regularly. Cool-down space available: option to step out briefly if frustrated or overwhelmed, re-enter when ready. Clear expectations and consequences: consistent rules applied fairly, logical consequences for poor behaviour. Praise effort over outcome: 'I saw you really trying hard with that throw' rather than 'You're the best thrower.' Avoid singling out: feedback given privately when possible, mix with positive comments. Peer support: buddy with mature, supportive student. Monitor for triggers: watch for frustration building, intervene early with encouragement or break.
Cross-Curricular Links
English
Oracy and speaking: articulating rule explanations, giving peer feedback, participating in discussions, presenting ideas during team strategy time. Listening: following multi-step instructions, listening to partner feedback and acting on it, understanding rules explanation. Technical vocabulary: learning and using subject-specific terms (underarm, overarm, no-ball, posts, cushioning), explaining vocabulary definitions in own words. Descriptive language: describing what an 'Exceeding' throw looks like, explaining technique using precise adjectives and adverbs.
Maths
Counting and tallying: scoring system in Rounders Dodgeball, tracking consecutive catches in Don't Get Caught (target of 10). Measuring: distances between bases (12 metres), throwing distances (4m, 8m). Angles and geometry: understanding diamond shape of rounders pitch, throwing trajectories, angles of batted balls. Time: duration tracking in Beat the Call (Who was faster - runner or fielders?), lesson section timings. Statistics: calculating catching success rates (made 7 out of 10 catches = 70%), comparing performance across rotations.
Science
Forces: understanding power in throwing (greater force = further distance), cushioning catches (absorbing force), how ball trajectory affected by throwing angle and force. Friction: how grip affects ball control, surface grip for running. Body systems: cardiovascular system during warm-up (heart rate increases, breathing rate increases), muscular system (specific muscles used in throwing - deltoids, triceps, core rotation), skeletal system (joints involved in throwing action - shoulder, elbow, wrist). Health and fitness: understanding how exercise affects the body, importance of warm-up and cool-down for muscle preparation and recovery.
Geography
Directions: understanding anti-clockwise movement around bases, spatial directions (left, right, forward, back) in fielding positioning. Mapping: creating overhead view diagram of rounders pitch showing diamond formation and fielder positions. Distance and scale: conceptualizing 12-metre distances, scaling down on diagrams. Spatial awareness: understanding how to position oneself effectively in three-dimensional space relative to teammates, opponents, and boundaries.
PSHE
Teamwork: collaborating in 4v4 games, team discussions during review time, working together to achieve 10 consecutive catches. Communication: verbal calls during fielding ('Mine!', 'Home!'), listening to partner feedback, articulating targets at lesson end. Resilience: continuing after making mistakes or dropping catches, maintaining positive attitude when losing. Managing emotions: handling competitive pressure, dealing with frustration when skills are difficult. Fair play and respect: accepting umpire/teacher decisions, celebrating opponents' success, showing sporting behaviour. Leadership: taking initiative in team strategy discussions, coaching peers, demonstrating skills for others. Personal goal-setting: identifying improvement areas and setting specific targets for next lesson.
Teacher Guidance
Positioning
Position centrally where possible to observe all students simultaneously. During two-pitch game play, stand between pitches with regular head scanning to both areas. During skill demonstrations, ensure all students can see clearly - use raised platform if available or position students in semi-circle. During practice activities, actively circulate moving between pairs/groups every 30-60 seconds. During full rounders, position near batting/home base area where most action occurs but maintain scanning of whole field. Avoid standing with back to active areas - use side-on positioning.
Observation Focus
Watch for: 1) Catching technique - 'W' hand position and cushioning evident? 2) Throwing technique - side-on stance, appropriate throw type for distance, follow-through? 3) Spatial awareness - students finding space or clustering? 4) Safety - any dangerous throwing, swinging, or movement? 5) Rule understanding - correct decisions being made? 6) Engagement - all students active and involved or any disengaging? 7) Differentiation needs - who's struggling or excelling? 8) Social interactions - positive communication and teamwork or conflicts emerging?
Intervention Points
Intervene immediately for: unsafe behaviour (dangerous swinging, aggressive throwing), incorrect technique that could cause injury, persistent rule misunderstanding causing game breakdown, student conflict or poor sporting behaviour, signs of overexertion or distress. Pause activity and gather group if: multiple students making same error (whole-group re-teach needed), game flow completely broken down, safety concerns evident across multiple students, need to highlight excellent practice for all to observe. Allow natural flow when: students self-correcting and problem-solving, minor errors that don't impede learning or safety, productive struggle showing engagement, positive team dynamics and learning occurring autonomously.
Demonstration Notes
Always demonstrate skills yourself when possible - models active teacher involvement. Use slow-motion for complex skills so students can see each phase. Demonstrate incorrect technique then correct technique for contrast - helps students identify errors. Use student demonstrations strategically: select students showing good technique to model for peers (builds confidence and peer learning), use contrasting students to show different ability levels (validates all learners). Exaggerate key teaching points during demonstration: extra knee bend, very pronounced 'W' hand shape, dramatic hip rotation. Use verbal commentary during demonstration: 'Watch my arm coming behind my ear... now explosive hip rotation... follow through across my body.' Demonstrate from multiple angles when possible so all students can see clearly. Repeat demonstrations as needed - complex skills require multiple viewings.
Verbal Cues
- •'Soft hands!' to remind about cushioning during catching
- •'Find space!' to encourage spatial awareness in games
- •'Eyes on the ball!' when students dropping catches due to looking away early
- •'Side-on stance!' to correct throwing position
- •'Communicate!' when teams not calling for ball or giving instructions
- •'Freeze!' to stop activity immediately when needing attention
- •'Show me ready position!' to reset focus and check understanding
- •'Think before you throw!' to encourage tactical decision-making
- •'Anti-clockwise!' to remind runners of correct base direction
- •'Fair play!' to reinforce sporting values during competitive moments
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum indoor sports hall 20m x 30m required for two rounders pitches with adequate spacing. Ceiling height minimum 5m to accommodate high throws and batting. Clear of obstacles, posts, benches, and apparatus. Floor markings may be present but should not create trip hazards.
Surface Check
Dry, clean, indoor sports hall surface (wood or synthetic). Check for moisture, dust, or debris that could cause slips. Ensure no loose floor tiles or uneven surfaces. Good grip for running and quick direction changes. Adequate traction for base running without excessive sticking.
Equipment Safety
Safety Checks
- •Tennis balls and rounders balls checked for appropriate inflation and condition (no splits or excessive wear)
- •Cones have no sharp edges or cracks that could cause injury
- •Rounders posts/bases securely positioned, weighted or fixed to prevent sliding during running
- •Batting tees stable with wide base, checked for cracks or instability before use
- •Rounders bats inspected for splits, cracks, or loose handles - remove any damaged equipment
- •Bibs clean and appropriate size (not excessively large causing trip hazard)
- •All equipment stored safely at edge of playing area when not in use
Risk Management
Key Risks
- •Collisions between students during dynamic games (Rounders Dodgeball, Beat the Call, full rounders)
- •Ball strikes to face or body from throws or batted balls
- •Slips and falls during running, particularly at bases during direction changes
- •Unsafe bat swinging hitting nearby students
- •Overexertion in high-intensity warm-up activities
- •Trips over equipment (balls, cones, bases) if not properly organised
- •Muscle strains from insufficient warm-up or cool-down
- •Competitive intensity leading to aggressive physical contact
Risk Mitigation
- •Clear boundaries established for all activities - students understand playing areas
- •Adequate spacing between pairs during practice (minimum 5m clearance)
- •Throwing direction controlled - all pairs throwing same direction during practice to prevent cross-traffic
- •Batter safety protocol: Check behind before swinging, backstop maintains 3m distance, no swinging near queuing students
- •Gradual warm-up increasing heart rate progressively before high-intensity activities
- •Progressive skill building - master techniques in controlled practice before game application
- •Enforced safety rules: throwing below waist in Dodgeball, no overhand throwing at close range
- •One runner at a time during Beat the Call to prevent base collisions
- •Fielders maintain awareness of runners and avoid obstructing running paths
- •Monitor competitive intensity - intervene if game becomes overly aggressive or unsafe
- •Structured cool-down prevents sudden stop after intense activity
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned for maximum visibility of all active playing areas - raised platform or central position preferred
- •During two-pitch game play, position between pitches to observe both with regular scanning
- •Monitor high-activity areas: batting box, home base where collisions more likely
- •Identify students prone to overexertion or risk-taking behaviour - provide closer supervision
- •Actively circulate during practice activities to correct unsafe technique immediately
- •Position near batting area during full rounders to manage swinging safety
- •Ensure teaching assistant or helper (if available) monitors opposite pitch during game play
- •Maintain clear sightlines - don't turn back completely to any active area
Emergency Procedures
Stop all activity immediately using loud whistle or 'STOP!' command. Assess situation calmly. For minor injuries (bumps, scrapes): appropriate first aid from trained staff, rest and ice if needed. For suspected serious injury (head injury, fracture, severe strain): do not move student, call for first aider and senior staff immediately, keep injured student calm and still, supervise remaining class safely. Know location of first aid kit and emergency phone/radio. Accident report form completed for all injuries. Contact parent/guardian if injury requires it. Resumption of activity only when safe to do so and remaining students are calm and refocused.